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Evolution Korea The economic crisis which swept Asia prompted a major reappraisal the traditional system of government, business alliances, as well as public management of risk. In Korea, this meant a shift in the development paradigm. In a controversial move, South Korea's government has asked textbook publishers not to comply with calls to remove examples of evolution from high school science books. This includes evidence for the evolution of horses as well as the bird ancestral Archaeopteryx. 1. Evolution and Religion A South Korean creationist group has persuaded textbook publishers to remove evidence of evolution from high-school science texts. The Society for Textbook Revise, an offshoot of the Korea Association for Creation Research which aims to rid biology textbooks of “atheist materialism,” was behind the decision. The STR claims such materialism portrays a negative image for students, making them abandon their faith. Scientists around the globe expressed concern when the STR campaign gained attention. Jae Choe, evolutionary biologist at Ewha Womans University, Seoul and wrote an open letter to Nature's editor that South Korea had succumbed to religious prejudice. He was backed up by colleagues from across the country, who set up a group called Evolution Korea to organize a petition against the changes to the textbooks. Some researchers are concerned that the STR campaign could spread to other regions of the world, where the prevalence of creationism is rising. The letter to Nature warned of the anti-evolution campaign increasing pressure on textbook revisions, particularly in countries with large Christian and Muslim populations. South Korea's cultural background is particularly strong for the evolution debate. 26 percent of the nation's residents belong to one of the religious groups and the majority of them practice Christianity or Buddhism. Many Koreans also follow Ch'ondogyo, an ideology based on Confucian principles, which is a strong advocate of social harmony, individual self-cultivation and self-respect. Ch'ondogyo teaches that human beings are one with Hanulnim, the God of the Sun, and that the heavenly blessings are possible through the good deeds of a person. All of this has provided fertile ground for the spread of creationism. Numerous studies have found that students with a religious background to be more uncomfortable learning about evolution than those who don't. The underlying causes of this phenomenon remain not clear. One possible explanation is that students with a religious background tend not to be as familiar with scientific concepts and theories and are therefore more vulnerable to the influence of creationists. Another possibility is that students with a religious background are more likely to see evolution as an atheistic idea, which may make them less at ease with it. 2. Evolution and Science In recent times, scientists have been concerned about anti-evolution initiatives in schools. A survey in 2009 revealed that 40% of Americans believed that biological evolution was a myth and that it could conflict with their religious beliefs. Many scientists believe that, despite the success of creationism, the best way to combat this movement is to educate the public about the evidence for evolution. Scientists are responsible to instruct their students in science that includes the theory of evolution. They must also inform the public about the process of scientific research and how knowledge is validated. They must also explain how scientific theories are often challenged and changed. However, misinformation about the nature and purpose of research can lead to anti-evolution beliefs. For instance, many people confuse the term “theory” with the everyday meaning of the word – a hunch or guess. In the realm of science theories are rigorously tested and verified through empirical evidence. A theory that is able to withstand repeated testing and observation becomes a scientific principle. The debate about the evolutionary theory provides a great opportunity to discuss the significance of the scientific method and its limitations. click the following article is important for people to recognize that science is not able to answer questions regarding the purpose or meaning of life, but only provides a mechanism by which living things can evolve and change. A well-rounded education should include exposure to all the major scientific fields including evolutionary biology. This is especially important since the jobs that people have and the decisions they make require a understanding of how science works. The vast majority of scientists around the world agree that humans have evolved over time. In a recent study, which predicted the views of adults on the consensus around this issue those with higher levels of education and knowledge of science were found to be more likely to believe that there is a broad consensus among scientists on human evolution. The people who have more religious beliefs but less scientific knowledge tend to be more divided. It is critical that educators emphasize the importance of knowing the consensus on this issue to ensure that individuals have a solid foundation for making informed choices about their health care, energy use and other policy issues. 3. Evolution and Culture A close cousin to mainstream evolutionary theory, the concept of cultural evolution explores the many ways that humans and other species learn from and with each other. Researchers in this area use explanatory tools and investigative models adapted from evolutionary theorists and go back to the prehistoric human to determine the origins of culture. This approach also recognizes the difference between traits that are cultural and biological. While biological traits are largely acquired at once (in sexual species, at fertilization), cultural traits can be acquired over a lengthy period of time. The acquisition of one characteristic may affect the development and growth of a different. In Korea For instance, the adoption of Western fashion elements in the latter half of the 19th and early 20th centuries was the result of a complicated sequence of events. One of the most important was the appearance in Korea of Japanese occupation forces who introduced Western hairstyles and clothing. When Japan quit Korea in the 1930s, a few of these trends began to reverse. At the close of World War II, Korea was united once more but this time under Choson dynasty rule. Today, Korea is an economic and political power. Despite the recent financial crisis Korea's economy has been growing at a steady pace over the last decade. It is expected to continue this growth in the future. However, the current administration is facing a variety of challenges. One of the most significant is the inability to come up with a consistent policy to deal with the economic crisis. The crisis has exposed shortcomings in the policies of the country particularly its dependence on exports and foreign investment, which may not last. The crisis has shaken the confidence of investors, the government has to review its economic strategy and come up with alternatives to boost domestic demand. It also needs to overhaul the incentive monitoring, monitoring, and discipline systems in place to guarantee the stability of the financial system. This chapter presents several scenarios on how the Korean economy could develop in a post-crisis world. 4. Evolution and Education The biggest challenge for evolution educators is how to teach evolutionary concepts in a manner that is appropriate for students of various levels of development and ages. Teachers should, for instance be aware of the diversity of religions in their classrooms and create a welcoming environment where students of both secular and religious beliefs are comfortable. Teachers should also be able recognize common misconceptions about evolution and be able to address them in the classroom. Additionally, teachers should have access to a variety of resources available for teaching evolution and be able to find them quickly. In this context, Thinking Evolutionarily Convocation had a key role in bringing together evolutionary researchers and educators from various sectors to discuss the best practices for teaching about Evolution. Participants included representatives from scientific societies, educational research, officials from government funding agencies and curriculum designers. The convergence of various participants helped to identify the common recommendations that will serve as the basis for future actions. A key recommendation is that the subject of evolution should be integrated in all science curricula at every level. National Science Education Standards (NRC) that call for the integration of evolution across all life sciences, with an educational progression that is developmental appropriate, are a good way to achieve this goal. A new publication from the NRC provides guidelines for schools on how to integrate evolution into the life science curriculum. Several studies have found that a more thorough and comprehensive understanding of evolution can lead to more knowledge and belief in evolution. It is difficult to estimate causal effects in the classroom because the curriculum for schools do not change randomly and are influenced by the timing of state boards of education and gubernatorial elections. To overcome this limitation I use a longitudinal dataset that allows me to control state and years fixed effects as well as individual-level variations in the beliefs of teachers regarding evolutionary theory. Another important finding is that teachers who are more comfortable with teaching evolution report having fewer intrapersonal barriers to doing so. This is in line with the hypothesis that a faculty with more confidence is less likely to avoid discussing evolution topics in the classroom and might be more likely employ strategies, such as the reconciliatory approach that has been proven to improve the acceptance of undergraduate students of evolution (Harms and Reiss 2019; Tolman et al., 2020).